03285cam a22003733u 4500 60832 UtSlPG 20260610134413.0 m cr n 260607r2019||||utu|||||o|||||||||||||| d 32030086 UtSlPG en iso639-1 LA Quick, Robert Hebert, 1831-1891 Essays on Educational Reformers Salt Lake City, UT : Project Gutenberg, 2019 1 online resource : multiple file formats text txt rdacontent computer c rdamedia online resource cr rdacarrier International Education Series, Vol. 17 Release date is 2019-12-02 Effects of the Renascence -- Renascence tendencies -- Sturmius (1507-1689) -- Schools of the Jesuits -- Rabelais (1483-1553) -- Montaigne (1533-1592) -- Ascham (1515-1568) -- Mulcaster (1531(?)-1611) -- Ratichius (1571-1635) -- Comenius (1592-1671) -- The gentlemen of Port-Royal -- Some English writers before Locke -- Locke (1632-1704) -- Jean-Jacques Rousseau (1712-1778) -- Basedow and the Philanthropinum -- Pestalozzi (1746-1827) -- Friedrich Froebel (1783-1852) -- Jacotot, a Methodizer (1770-1840) -- Herbert Spencer -- Thoughts and suggestions -- The schoolmaster's moral and religious influence -- Conclusion -- Appendix: Class matches. Words and things. Books for teachers, &c. Produced by Turgut Dincer and the Online Distributed Proofreading Team at http://www.pgdp.net (This file was produced from images generously made available by The Internet Archive) "Essays on Educational Reformers" by Robert Hebert Quick is a scholarly work that forms part of the International Education Series, written in the late 19th century. This collection of essays explores the contributions and philosophies of notable educational reformers throughout history, aiming to analyze their impacts on modern educational systems. The book highlights how various figures have challenged existing norms and methodologies in education, ultimately seeking to inspire more effective teaching practices. The opening of the book sets a historical context, emphasizing the significance of the Renaissance period in shaping educational ideals that persist today. Quick discusses how the revival of classical literature and the associated shift in educational paradigms influenced not just classrooms but the very notion of what it means to be educated. He critiques the limitations imposed by a curriculum overly focused on classical studies at the expense of practical knowledge and the development of critical thinking in students. This critical examination lays the groundwork for a discussion about reformative figures in education, who have sought to balance the admirable aspects of classical learning with an awareness of the needs and potentials of contemporary learners. (This is an automatically generated summary.) Original publication data not identified Education -- History Educators Harris, William Torrey, 1835-1909 International Education Series, Vol. 17 https://www.gutenberg.org/ebooks/60832 101658 101658